Simulated Practice: Using Socially-Responsive Avatars to Prepare STEM Graduate Teaching Assistants for Student-Centered Instruction

模拟实践:使用社交响应化身为 STEM 研究生助教做好以学生为中心的教学准备

基本信息

项目摘要

"TeachLive" is a mixed-reality classroom simulator through which teacher trainees practice interacting with small groups of virtual students who take on different, realistic roles as learners. The teacher trainees in this project are Graduate Teaching Assistants (GTAs), who increasingly provide the instruction for introductory undergraduate courses in large enrollment institutions. The extent of current GTA training varies by institution and most typically entails learning about generalized pedagogical best practices with little or no actual practice with feedback from a master teacher. GTAs are often hired to teach students while they themselves are still learning to teach. Most STEM GTAs and their undergraduate students would benefit from more intentional instruction on how to engage students using high-impact practices and pedagogical content knowledge within their disciplines. The TeachLive simulator provides a promising technology-based solution to the problem of providing GTAs with high quality training. TeachLive training provides a real-time response mechanism to practice teaching and has the promise of being more effective than other TA training strategies (workshops, short-courses, etc.), which do not provide enough feedback (real-time or otherwise) to be effective. The curricular materials for which GTAs will safely practice evidence-based teaching will utilize concept inventories that have been developed in four different STEM fields, Chemistry, Math, Physics, and Computer Science. In the past the TeachLive platform has been developed and used successfully to train K-12 teachers to describe and explain problems more effectively and to better recognize students' misconceptions. This project is motivated by two deficiencies in current practice. First, most GTAs get basic training in pedagogy, but not specific training in their discipline. Second, GTAs' fidelity of utilization of pedagogical training is highly variable, and many of them don't succeed in providing strong engaged student learning experiences. The TeachLive Simulator has the promise of tailoring practice to each specific GTA depending on their needs.
“TeachLive”是一个混合现实的课堂模拟器,通过它,教师学员可以练习与一小群虚拟学生进行互动,这些学生作为学习者扮演不同的现实角色。该项目的教师受训人员是研究生助教,他们越来越多地在招生规模大的机构中提供本科入门课程的指导。目前一般临时助理人员培训的程度因机构而异,最典型的是学习一般教学最佳做法,很少或根本没有实际实践,并得到名师的反馈。GTA经常被雇用来教学生,而他们自己仍然在学习教学。大多数STEM GTA及其本科生将受益于更多关于如何在其学科内使用高影响力实践和教学内容知识吸引学生的有意指导。TeachLive模拟器为GTA提供高质量培训的问题提供了一个有前途的基于技术的解决方案。TeachLive培训为实践教学提供了实时响应机制,并且有望比其他TA培训策略(研讨会,短期课程等)更有效,其不能提供足够的反馈(实时的或其它的)来有效。GTA将安全地实践循证教学的课程材料将利用在四个不同的STEM领域开发的概念清单,化学,数学,物理和计算机科学。在过去,TeachLive平台已经开发并成功地用于培训K-12教师更有效地描述和解释问题,并更好地识别学生的误解。该项目的动机是目前实践中的两个缺陷。 首先,大多数GTA都接受过教育学的基本培训,但没有接受过本学科的具体培训。第二,GTA的教学培训的利用率的保真度是高度可变的,他们中的许多人不成功地提供强大的参与学生的学习经验。TeachLive模拟器承诺根据他们的需求为每个特定的GTA定制实践。

项目成果

期刊论文数量(12)
专著数量(0)
科研奖励数量(0)
会议论文数量(0)
专利数量(0)
Impact of changing physical learning space on GTA and student behaviors
改变物理学习空间对 GTA 和学生行为的影响
  • DOI:
    10.1119/perc.2020.pr.doty
  • 发表时间:
    2020
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Doty, Constance M.;Wan, Tong;Geraets, Ashley A.;Nix, Christopher A.;Saitta, Erin K.;Chini, Jacquelyn J.
  • 通讯作者:
    Chini, Jacquelyn J.
Impact of high-intensity training with a mixed-reality simulator on graduate teaching assistants use of questioning
混合现实模拟器高强度训练对研究生助教使用提问的影响
  • DOI:
    10.1103/physrevphyseducres.19.020101
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    3.1
  • 作者:
    Doty, Constance M.;Geraets, Ashley A.;Wan, Tong;Nix, Christopher A.;Saitta, Erin K.;Chini, Jacquelyn J.
  • 通讯作者:
    Chini, Jacquelyn J.
Responding to incorrect ideas: science graduate teaching assistants’ operationalization of error framing and undergraduate students’ perception
回应不正确的想法:理科研究生助教——错误框架的操作化和本科生——感知
  • DOI:
    10.1186/s40594-023-00398-8
  • 发表时间:
    2023
  • 期刊:
  • 影响因子:
    6.7
  • 作者:
    Wan, Tong;Doty, Constance M.;Geraets, Ashley A.;Saitta, Erin K. H.;Chini, Jacquelyn J.
  • 通讯作者:
    Chini, Jacquelyn J.
RAISE: Robotics & AI to improve STEM and social skills for elementary school students
  • DOI:
    10.3389/frvir.2022.968312
  • 发表时间:
    2022-10
  • 期刊:
  • 影响因子:
    3
  • 作者:
    Charles E. Hughes;L. Dieker;Eileen M. Glavey;R. Hines;Ilene E. Wilkins;Kathleen M. Ingraham;Caitlyn A. Bukaty;Kamran Ali;Sachin Shah;J. Murphy;Matthew S. Taylor
  • 通讯作者:
    Charles E. Hughes;L. Dieker;Eileen M. Glavey;R. Hines;Ilene E. Wilkins;Kathleen M. Ingraham;Caitlyn A. Bukaty;Kamran Ali;Sachin Shah;J. Murphy;Matthew S. Taylor
Student perspective of GTA strategies to reduce feelings of anxiousness with cold-calling
学生对通过推销电话减少焦虑感的 GTA 策略的看法
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Jacquelyn Chini其他文献

Universal Design for Learning in postsecondary STEM education for students with disabilities: a systematic literature review
  • DOI:
    10.1186/s40594-019-0161-8
  • 发表时间:
    2019-03-04
  • 期刊:
  • 影响因子:
    8.000
  • 作者:
    Jillian Schreffler;Eleazar Vasquez III;Jacquelyn Chini;Westley James
  • 通讯作者:
    Westley James

Jacquelyn Chini的其他文献

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{{ truncateString('Jacquelyn Chini', 18)}}的其他基金

CAREER: Identifying Barriers and Supports for Physics Students and Early Career Physicists with Disabilities
职业:识别物理学生和残疾早期职业物理学家的障碍和支持
  • 批准号:
    1750515
  • 财政年份:
    2018
  • 资助金额:
    $ 60万
  • 项目类别:
    Continuing Grant
ACCESSS: Adapting Collaborative Classrooms to Equally Support Science Students
访问:调整协作课堂以平等支持理科学生
  • 批准号:
    1612009
  • 财政年份:
    2016
  • 资助金额:
    $ 60万
  • 项目类别:
    Standard Grant
Collaborative Research: Investigating Institutional Success at Overcoming Challenges in Algebra-based Studio Physics
合作研究:调查机构在克服基于代数的工作室物理挑战方面的成功
  • 批准号:
    1347515
  • 财政年份:
    2014
  • 资助金额:
    $ 60万
  • 项目类别:
    Standard Grant

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